Багатоступенева математична підготовка майбутніх фахівців технічного профілю у системі неперервної освіти в контексті європейської інтеграції
Journal Title: Порівняльно-педагогічні студії - Year 2016, Vol 1, Issue 3
Abstract
Розглянуто актуальне завдання створення багатоступеневої мате-матичної підготовки майбутніх фахівців технічного профілю у системі неперервної вищої освіти. Завдання сформульовано як частину загальної проблеми побудови нової триступеневої національної вищої освіти відповідно до європейських норм і стандартів. На основі відомих трактувань і означень поняття «неперервна освіта», положень щодо його сутності, основних ознак і характерних принципів, визначено системоформувальні чинники неперервної освіти: цілісність і наступність. Наведено трактування загальних понять «цілісність» і «наступність» відповідно до базової і спеціальної багато-рівневої математичної підготовки. The crucial problem of creating ideology of the multi-tier mathematical preparation of the future specialists of a technical profile in the system of lifelong learning has been analyzed. The task is presented as a part of the general problem of building-up a new three-tier national higher education in accordance with the European norms and standards. Relying on the known interpretations and definitions of the concept of lifelong learning, as well as on regulations as for its essence, the basic features and characteristic principles, the system-shaping factors of lifelong learning – integrity and continuity – have been defined. The requirements for the integrity and continuity of the two kinds of the multi-tier mathematical preparation of the future specialists of a technical profile at a higher educational establishment have been suggested: the basic and special kinds of preparation. The interpretation of the general concepts of integrity and continuity in relation to the two indicated kinds of multi-tier mathematical preparation has been provided. The integrity of the basic mathematical preparation is interpreted as directing of all its stages towards the formation of the interrelated constituents of the content of classical and applied mathematical disciplines, as defining the general complex of didactic principles and approaches in their presentation, as forming the cluster of mathematical competences. The continuity of the basic mathematical preparation is understood as a connection between its stages in three cycles of higher education that provides preservation of separate parts of the content of classical and applied mathematical disciplines, preservation of a certain set of didactic principles and approaches in their presentation, as well as certain elements of the sets of the formed mathematical competences. The integrity of the complex of the basic and special kinds of mathematical preparation in each cycle of higher education is interpreted as the direction of the two varieties of mathematical prepara-tion towards the formation of the interrelated and separate constituents of the content of mathematical disciplines of the basic preparation and special courses of a profile preparation, formation of the interrelated settings of professionally-oriented tasks, as well as a cluster of professional mathematical competences.The continuity of the basic and special kinds of mathematical preparation is interpreted as the connection between the indicated varieties of mathematical preparation in each of the three cycles of higher education, providing preservation of certain elements of the content of separate mathematical sections of the basic and special kinds of preparation, preservation of certain elements of setting professionally-oriented tasks, as well as certain elements of sets of the formed professional-mathematical competences.
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